Course Name: French 4H

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titreCourse Name: French 4H
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Evaluation: any of the above activities or performance in quizzes, tests, or teacher designed assessments.

5. La santé..

Subject Content





Suggested Instructional Activities

  1. ma santé.

  • Comment je me sens

  • Comment je reste en forme

  • Comment je me soigne

  • Description des symptoms des différentes conditions

  • Les sentiments et emotions à propos des conditions

  1. la visite médicale

  • prendre un RDV

  • comment se presenter chez le docteur

  • savoir expliquer la raison de la visite

  • les maladies infantiles

  • les symptoms et maladies

  • savoir discuter des traitements et des medicaments

  • savoir aller chercher ses medicaments à la pharmacie avec son ordonnance

  • ce qu’il faut faire pour guérir

  1. Comment s’est on fait mal

  • Decrier les blessures

  • Ce qui se passé à l’hopital

  • Les traitements

  • Expreimer les sentiments

  • Exprimer les désirs

  1. Chez le dentiste

  • Prendre un RDV

  • Comment se presenter chez le dentiste

  • Savoir expliquer la raison de la visite

  • Expliquer un problème dentaire

  • Exprimer les sentiments

  • Savoir discuter les traitements et les medicaments

  • Savoir aller à la pharmacie pour ses médicaments

  1. Future tense.

  2. Futur antérieur tense.

  3. Construction of the sentence with the future ant futur antérieur tense.

  4. Conditional tense.

  5. Use of the conditional tense and construction of the sentence present or past: si, quand, lorsque, dès que, assitôt que.

  6. The verb DEVOIR: different tense and meanings.

  1. Le SIDA

  2. le système de sécurité sociale

  3. les différents spécialités

  4. médecin sans frontière

  5. En voyage de Guy de Maupassant

  6. Ouch= aie


All apply


All apply


All apply
Cross-Content Workplace Readiness Standards

All apply

Study Skills

All apply

  1. Learn differnet professions, building where it is done, clothing of the appropriate profession.

  2. Compare and contrasting professions.

  3. Expressing and defending opinions of people’s profession.

  4. Asking and giving one’s own opinion.

  5. Agreeing and disagreeing with others’ opinions.

  6. Summarising in one’s own words the main ideas of the readings related to gender roles in professions.

  7. Detect mood, attitudes, and feeling of a message.


2. Role play which requires informal interaction with peers

3. Role play which requires formal interaction with adults

4. Directed dialog

5. Group surveys/polls

6. Personalized questions

7. Personalized true/false, yes/no

  1. Audiocassettes/CDs

  2. Videos/TV

  3. Realia

  4. Maps, charts, graphs, cartoons, comic books, magazines, newspapers, internet/multimedia, computers

  5. Art, music, dance, crafts

  6. Listening for gist

  7. Listening with visuals

  8. Targeted listening

  9. Total physical response

  10. Comprehension checks

  11. Information gap activities

  12. Sentence strips

  13. Drawing of visuals based upon aural stimuli

  14. Identifying socio-linguistic factors

  15. Recalling responses of others

  16. Paraphrasing in target language

  17. Identifying cognates and borrowed words

  18. Skimming

  19. Anticipation/prediction

  20. Scanning

  21. Extracting specific information

  22. Contextual guessing

  23. Pre-reading activities

  24. Cloze (multiple choice adaptation

  25. Puzzles

  26. Foreign language glossaries, periodicals prepared for foreign language students

  27. Authentic print and media materials

  28. Guest speakers

  29. Note-taking

  30. Student-led activities

  31. Sentence, dialog and paragraph completion

  32. Sentence combining

  33. Guided descriptions

  34. Graphic organizers

  35. Peer correction and editing

  36. Guided current events

  37. Games

  38. Cooperative learning

  39. Language ladders

  40. Storytelling

  41. Guided compositions

  42. Power point presentations

  43. Read a short story and write a summary retelling the story from a different point of view.

  44. Critical reading

  45. Web research

Evaluation: any of the above activities or performance in quizzes, tests, or teacher designed assessments.
Evaluation: any of the above activities or performance in quizzes, tests, or teacher designed assessments.


The communicative functions will be evaluated in the following manner:
1. Quality of participation in formal and informal interactive aural/oral activities in the target language.
2. Communicative quizzes or tests in the form of:

  1. simulated real-life situational activities - directed and impromptu

  2. open notebook assignments – in-class or take home

  3. directed written responses to specific situations

  4. oral interviews

3. Teacher-assigned projects
4. Paired and group activities
5. Grammatical accuracy will be determined by its need in communicating effectively. In addition, however, achievement in this area can be measured by:

a. Isolated topical grammar quizzes - teacher or publisher developed

b. other teacher-designed activities
6. Oral and/or written teacher-designed activities
7. Multimedia and mixed media presentations
8. Mid-term and final examinations
9. Each teacher has the option of utilizing quarterly examination time for oral testing or specific achievement-oriented evaluation.
Grading Weights for Quarter Grades
30% - Oral evaluation of interpersonal and presentational speaking skills

50% - Evaluation of interpersonal, interpretive and presentational skills, which include writing, listening comprehension and reading

10% - Class Participation

10% - Homework

  • Discovery French Rouge.


  • Blaz, Deborah, Bringing the Standards for Foreign Learning to Life,Eye on Education, 2002


  • Dai Zovi, Lonnie, Accent on Art, Vibrante Press, 2001


  • Kruge, Penilyn, Hooked on Languages! The Center for Applied Research in Education, 1996



  • Snyder, Barbara, Strengthening Your Foreign Language Instruction. Washington, BERG, 1997.



  • Teacher-prepared visuals

  • Videos and other materials available from school and county media centers.

  • Other teacher-prepared materials

  • Videos from authentic sources (TV, Video Rentals)

  • Shorewood Fine Art Reproductions, Inc.





American Council on the Teaching of Foreign Languages, Foreign Language Annals, No. 4, Volume 31, 1998.

Armstrong, Thomas, Multiple Intelligences in the Classroom. Alexandria, VA, Association for Supervision and Curriculum Development, 1994. 

Curtain, Helena, Integrating Communication, Connections and Culture to Energize Early Language Learning. Learning. Workshop and printed material from presentation at Princeton, NJ, June 28-29, 1999. 

Curtain, Helena,  and Carol Ann Bjornstad Pesola, Languages and Children: Making the Match - Foreign Language Instruction for an Early Start, Grades K-8. White Plains, NY, Longman, 1994. 

Duncan, Greg. Getting What 'You Want: some Thoughts on Assessment, Workshop and printed material from presentation at Princeton, NJ, July 2, 1999. 

Jogan, Dr. Karen, Contextual Approaches to Testing Foreign Languages, Albright College, Department of Modern Languages, Reading, Pennsylvania, 1992 (Pamphlet). 

Riley, Gail L., Using Authentic Texts in the Communicative Classroom, Syracuse, New York, Syracuse University, 1991.
Shrum, Judith L. and Glisan, Eileen W., Contextualized Language Instruction, Boston, Heinle and Heinle, 1994.
Standards for Foreign Language Learning: Preparing for the 21st Century, U.S. Department of Education and the National Endowment for the Humanities. , 1996.

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